J. Comput. Assist. Learn.最新文献_第3页

Effects of a collaborative AR-enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course 协作增强ar学习环境对学习收益和技术实施信念的影响:来自研究生教师培训课程的证据

J. Comput. Assist. Learn. Pub Date : 2022-01-19 DOI: 10.1111/jcal.12646

M. Nikimaleki, Mehrak Rahimi

引用次数: 9

Online 3D gamification for teaching a human resource development course 在线3D游戏化教学人力资源开发课程

J. Comput. Assist. Learn. Pub Date : 2022-01-03 DOI: 10.1111/jcal.12641

Chih-Hung Chung, You Yin Lin

引用次数: 7

A microanalysis of learner questions and tutor guidance in simulation-assisted inquiry learning 模拟辅助探究学习中学习者问题的微观分析与导师指导

J. Comput. Assist. Learn. Pub Date : 2021-12-23 DOI: 10.1111/jcal.12637

Arita L. Liu, Shiva Hajian, Misha Jain, Mari Fukuda, Teeba Obaid, J. Nesbit, P. Winne

引用次数: 0

Predicting fraction and algebra achievements online: A large-scale longitudinal study using data from an online learning environment 在线预测分数和代数成绩:一项使用在线学习环境数据的大规模纵向研究

J. Comput. Assist. Learn. Pub Date : 2021-12-15 DOI: 10.31234/osf.io/rw6b9

M. Spitzer, K. Moeller

{"title":"Predicting fraction and algebra achievements online: A large-scale longitudinal study using data from an online learning environment","authors":"M. Spitzer, K. Moeller","doi":"10.31234/osf.io/rw6b9","DOIUrl":"https://doi.org/10.31234/osf.io/rw6b9","url":null,"abstract":"Background: Mastering fractions seems among the most critical academic skill for students to acquire in school as fraction understanding significantly predicts later academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and operations) is highly relevant. However, almost all existing studies identifying more basic numerical skills as predictors of fraction understanding rest on data acquired in face-to-face testing - mostly in classrooms. Objectives: In this article, we evaluated whether obtained results generalize to data from the curriculum-based online learning environment Bettermarks for mathematics used in schools in the Netherlands. In particular, we i) evaluated whether fraction understanding can be predicted by prior skills on different more basic mathematical topics before we ii) examined whether fraction understanding predicted achievements in algebra over and beyond the influence of basic mathematical skills. Methods: We considered data from more than 5,000 students who solved over 1 million mathematical problem sets. Results and Conclusions: In line with previous findings, we found that fraction understanding was predicted significantly by prior skills on basic mathematical topics. Our analyzes also revealed that algebra achievements were predicted significantly by fraction understanding beyond influences of basic mathematical skills. Implications: Together, these findings substantiated previous results based on face-to-face testing and, thus, indicate that data from large-scale online learning environments may well qualify to provide significant insights into the development of mathematical skills.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123720707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Investigating the value of immersive virtual reality tools for organizational training: An applied international study in the biotech industry 研究沉浸式虚拟现实工具在组织培训中的价值:生物技术行业的应用国际研究

J. Comput. Assist. Learn. Pub Date : 2021-12-12 DOI: 10.1111/jcal.12630

Sarune Baceviciute, A. L. Cordoba, Philip Wismer, Tine Vitved Jensen, Mikkel Klausen, G. Makransky

引用次数: 12

Understanding topic duration in Twitter learning communities using data mining 使用数据挖掘了解Twitter学习社区中的主题持续时间

J. Comput. Assist. Learn. Pub Date : 2021-12-10 DOI: 10.1111/jcal.12633

Okan Arslan, Wanli Xing, Fethi A. Inan, Hanxiang Du

引用次数: 9

Effects of performance goal orientations on learning performance and in-game performance in digital game-based learning 数字游戏学习中绩效目标导向对学习绩效和游戏内绩效的影响

J. Comput. Assist. Learn. Pub Date : 2021-11-05 DOI: 10.1111/jcal.12622

Jie-Chi Yang, Ching-Jung Chung, Meikun Chen

引用次数: 7

Expert examples and prompted reflection in learning with self-generated concept maps 专家的例子和促使反思学习与自我生成的概念图

J. Comput. Assist. Learn. Pub Date : 2021-11-05 DOI: 10.1111/jcal.12615

E. Eshuis, J. Vrugte, A. Anjewierden, T. Jong

{"title":"Expert examples and prompted reflection in learning with self-generated concept maps","authors":"E. Eshuis, J. Vrugte, A. Anjewierden, T. Jong","doi":"10.1111/jcal.12615","DOIUrl":"https://doi.org/10.1111/jcal.12615","url":null,"abstract":"Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoreti-cally, students could benefit from additional support, but it is unclear whether this might also be the case for (more practical-oriented) secondary vocational students. Objectives: This study investigated whether the effectiveness of concept maps for learning could be improved by providing students with expert examples and reflection prompts in addition to their self-generated concept maps. Methods: First-year secondary vocational students ( N = 91, M age = 17.3 years) participated in this study, which utilized a pretest-intervention-posttest design. Regarding the intervention, students worked in two successive online learning environments, in which they had to present their knowledge in concept maps. After creation, students' concept maps were, depending on condition, supplemented with (1) an expert example with comparative feedback (a combined concept map) and related reflection prompts, (2) the combined concept map only, or (3) no combined concept map and no prompts. Results and Conclusions: Analyses based on students' domain knowledge demonstrate that students significantly increased their knowledge in all conditions. Data indicate that there was no significant difference in knowledge gain between conditions. Further analysis showed that students in the experimental conditions demonstrated higher learning gains if they consulted the combined concept map more often than their peers. Implications: Access to an example in addition to students' self-generated concept maps seems promising in fostering their knowledge acquisition. However, secondary vocational students might need additional ways of support to guarantee higher learning gains. Avenues to increase the effectiveness of support are discussed.","PeriodicalId":350985,"journal":{"name":"J. Comput. Assist. Learn.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118363497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Compensating the socioeconomic achievement gap with computer-assisted instruction 用计算机辅助教学弥补社会经济成就差距

J. Comput. Assist. Learn. Pub Date : 2021-11-02 DOI: 10.1111/jcal.12616

J. Chevalère, L. Cazenave, M. Berthon, R. Martinez, V. Mazenod, M. Borion, D. Pailler, N. Rocher, R. Cadet, C. Lenne, N. Maïonchi‐Pino, P. Huguet

引用次数: 3

Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework 了解与探究社区框架相关的在线翻转学习的教师候选人的经验

J. Comput. Assist. Learn. Pub Date : 2021-09-27 DOI: 10.1111/jcal.12609

Melike Özüdoğru

引用次数: 3